CEP Lesson Plan Form

Teacher: Katelin Mills Date: 11/12/17

School: Poudre High School Grade Level: Content Area: Art

Title: Painting tiles Lesson #: 1 of 1

Lesson Idea/Topic and
Rationale/Relevance: What are you going to
teach and why is this lesson important to
these students? What has already
happened in this classroom surrounding the
subject you will be teaching? What do
students already know? Why are you going
to teach this topic now (how does it fit in the
curricular sequence)? What teaching
methods/strategy will you be use and why?
I will be teaching the process of applying color to the
tiles the students created. These tiles are low relief
compositions of something living. Students made them
in pottery and after theyre fired, students will apply an
alternative glaze using painting and colored pencil.
Students may or may not have worked with glazes
before but this is an alternative glaze that requires no
additional firing after the bisque fire.

Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)

1.1 Visual art has inherent characteristics and expressive features

2.1 Reflective strategies are used to understand the creative process

3.2 Assess and produce art with various materials and methods

Understandings: (Big Ideas)

Knowledge of color application can be applied to a wide range of art

Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select applicable questions from standard)

1.1.1 What are the ways to analyze and discuss works of art?

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CEP Lesson Plan Form

2.1.2 To what extent does a work of art depend on the artists point of view?

2.1.3 To what extent does a work of art depend on the viewers point of view?

3.2.1 How are the characteristics and expressive features of art and design used to create art?

Evidence Outcomes: (Learning Targets) AND (Success Criteria)

I can: Effectively use the alternative glaze technique on my low relief tile

This means: I will use paint or colored pencils and the scumbling technique in a way that adds value to my tile

List of Assessments: (Note whether the assessment is formative or summative)

Formative: Kahoot

Summative: final product (finished tiles)

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CEP Lesson Plan Form

Planned Lesson Activities

Name and Purpose of Lesson Alternative Glaze
Should be a creative title for you and the students to In this lesson we will be capitalizing on the forms and textures of our low relief pottery
associate with the activity. Think of the purpose as tiles by adding color with watered down acrylic black paint and colored pencils.
the mini-rationale for what you are trying to
accomplish through this lesson.
Approx. Time and Materials 12:27-1:46
How long do you expect the activity to last and what paint plate
materials will you need? black acrylic paint
yellow acrylic paint
green acrylic paint
red acrylic paint
colored pencils
paint brushes
water
example tile
document camera
computer
projector
Anticipatory Set I could show students a time lapse video of a tile I had worked on from start to finish.
The hook to grab students attention. These are The addition of color would be the most obvious change and get students motivated to
actions and statements by the teacher to relate the add color to their work.
experiences of the students to the objectives of the
lesson, To put students into a receptive frame of
mind.
To focus student attention on the lesson.
To create an organizing framework for the
ideas, principles, or information that is to
follow (advanced organizers)
How do you intend to engage your students in

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CEP Lesson Plan Form

thinking during the Anticipatory Set? The strategy I intend to use is kahoot.

Why are you using it at this point in your lesson? I am using this strategy here because: Many students enjoy the competitive nature of the
game and it will help inform my instruction of their prior knowledge with alternative
glazing.

Procedures Kahoot pre-assessment (10 minutes) pre assessment

(Include a play-by-play account of what students and During this I will be clicking through questions and students will be clicking in answers.
teacher will do from the minute they arrive to the They shouldnt be talking to their neighbors. I want to see what they know going into the
minute they leave your classroom. Indicate the lesson. Questions will be around: materials used for the alternative glaze, process of
length of each segment of the lesson. List actual application, and real-world artists who use alternative glaze processes.
minutes.)
Indicate whether each is:
-teacher input Slideshow example of alternative glazes (5 minutes) teacher input
-modeling
-questioning strategies
-guided/unguided:
-whole-class practice
-group practice
-individual practice
-check for understanding
-other

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CEP Lesson Plan Form

During the slideshow, I can ask students questions like:

What materials do you think were used?
What processes came first?
What came second?
In reference to low relief, what parts of the tile stay black? What parts get colored?
If you make a mistake with the color on top of your black, how could you fix it?
What textures would be helpful in your tiles to help with the color process?

Timelapse video of tile creation/color application (3 minutes) check for understanding

Similar questions can be asked during/at the end of the time lapse video to check for
understanding.

Demonstrating (8 minutes) guided whole class practice

Even though students are still in the process of working on their actual tiles it would be
nice to have their test tiles bisque fired so that they can practice the technique with me.
Using watered down acrylic black paint, students paint their entire tile. After tile is dry,
students can use colored pencil or colored paint. Using either pencil or paint, students
should use the scumbling technique to only catch ridges of relief tile. Crevasses should

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CEP Lesson Plan Form
How do you intend to engage your students in
thinking during the PROCEDURE?
Why are you using it at this point in your lesson?
Closure
Those actions or statements by a teacher that are
designed to bring a lesson presentation to an
appropriate conclusion. Used to help students bring
things together in their own minds, to make sense
out of what has just been taught. Any Questions?
No. OK, lets move on is not closure. Closure is used:
To cue students to the fact that they have
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remain black. If a mistake is made, students can paint black over mistake and start over.
Work time (40 minutes) unguided whole class practice
During this time, students will go back to work on their low relief tiles. Students can
consider how the forms and textures on their tiles will respond to color during the
alternative glaze process. During this time, Mr. Moyer and myself can assist individually.
Ticket out the door (6 minutes)
What materials are used in the alternative glaze process? What are you looking forward
to with the alternative glaze technique? What are you not looking forward to? What are
your plans for applying color to your tile?
Clean up (10 minutes)
Students should wrap tiles, throw extra clay in respective bins, wipe down tables, stack
chairs, put away colored pencils, and clean any paint that may have been taken out.
The strategy I intend to use is ime lapse.
I am using this strategy here because: I want students to think about how a piece is
developed from start to finish and more specifically, how color can significantly increase
the quality and/or meaning of their tile.
My closure will be the ticket out the door. This will tie the learning from the beginning of
the period back. It will challenge students to consider what they have worked on today
as well as what they want to achieve next class.
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arrived at an important point in the lesson or
the end of a lesson.
To help organize student learning
To help form a coherent picture and to consolidate.
How do you intend to engage your students in
thinking during CLOSURE?
Why are you using it at this point in your lesson?
Differentiation:
Differentiation should be embedded
throughout your whole lesson!!
This is to make sure you have met the
needs of your students on IEPS or 504
To modify: If the activity is too advanced for a child,
how will you modify it so that they can be successful?
To extend: If the activity is too easy for a child, how
will you extend it to develop their emerging skills?
Assessment Reflection: (data analysis)
How will you know if students met the learning
targets? Write a description of what you were
looking for in each assessment.
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The strategy I intend to use is ticket out the door.
I am using this strategy here because: I want students to reflect back on the alternative
glaze process. All of work time will be just working with clay so I will want them to relate
back to the beginning of class and check for understanding of the process of alternative
glaze. Also, I want to ensure that students are considering the color application as they
create their tiles. Lastly, gauging their excitement or tentativeness level heading into the
alternative glaze section can help inform my instruction for next class.
Most of the differentiation will be made by myself and Mr. Moyer as we walk around the
room during work time. I am including lots of visuals, a spoken demonstration, work
time in which we can talk to students one-on-one. Often times Mr. Moyers
differentiation in this class is simply allowing more time. Additionally, I could print off
some guided notes for my ELD students.
I will have the Kahoot data, the ticket out the door, and their final products of their tiles
(later when they finish them). The Kahoot is a pre assessment so there are no real
expectations there. The ticket out the door I expect to be 1. complete 2. identify
materials we will be using for alternative glazing process 3. reflect what students are
excited and nervous about heading into alternative glazing, and 4. demonstrate
forethought for alternative glaze decisions. Finally, for the end-product I will look for
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effective use of the alternative glaze techniques in addition to use of low-relief in their
tile. This assessment will be more holistic.

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